《My New Teachers》教案（精選6篇）
《My New Teachers》教案 篇1
my new teachers教案
典句精講
1. we don’t dare to say a word unless she asks us to.
如果她不要求，我們連一句話也不敢說。
【巧解句構】 本句話是由連詞unl ess引導的條件狀語從句。unless= i f not如果不……，除非……，unless引導的從句中不能用否定式。
拓展延伸 注意此處空半格現代英語中，特別是在英語口語中，當不定式充當賓語和賓語補足語時，為避免重復，常省略與前面動詞一致的動詞原形，而保留不定式符號to，以表明省去了一個不定式，上句即省去了say。常用于此結構的動詞主要為某些表示心理或情感狀態的動詞，如：love,wish,like,care,hate,prefer,wish,know,expect,want,tell,hope,
suppose,mean等以及動詞ask,tell,try,need等。
2.th ere are a few students in our class who keep coming to class late but they’re always on time for mrs.chen’s class!
班里有些學生一直上課遲到，但上陳老師的課卻來得很及時。
【巧解句構】 句中who keep coming to class late作students的定語從句。
3.my first impression of mrs li was that she wa s nervou s and shy.
我對李老師的最初的印象是她既緊張又害羞。
【巧解句構】 1)that引導一個表語從句。
2）o ne’s impression of...某人對……的印象。impression n.印象，其動詞形式是impress。
拓展延伸 注意此處空半格表語從句放在連系動詞后面，充當符合句中的表語，一般結構是“主語+連系動詞+表語從句”。可以接表語從句的連系動詞有be,look,remain,seem等。常用的引導表語從句的連接詞有that,as if,whether,how,why,becau se,when等。
4.during scientifi c experiment, she explains exactly what is happening and as a re sult my work is improving.
在科學實驗課上，她準確地解釋著正在發生的事情。因此，我的學習正逐步提高。
【巧解句構】 1）這句 話是由and連接的兩個并列句子。
2)what is happening是一個名詞性從句，作explains的賓語。
【要點剖析】1）as a result是一個固定結構，承上啟下，意為“因而，所以” 。
要注意它和as a result of的區別：as a result o f 意為“作為……的結果，由于”；as a result后面常常用“，”與句子隔開，所表達的是前面的內容所導致的結果。as a result of后面直接跟短語， of后表達的是導致前面所提到的結果的原因。
2）during是介詞“在……其間”，注意它和as的區別。during是介詞，其后
永遠不能跟句子；而as 是連詞，表示“當……時候”。
5.physics will never be my favorite lesson,but i think that i’ll do well in the exam with mrs chen teaching me.
物理課永遠也不會是我最喜歡的課程，但是我想，在李老師的教導下，考試中我會取得好成績的。
【巧解句構】 1）本句話是由but連接的兩個并列句子，表轉折。that后面的部分作think的賓語。
2)with mr li teaching me,是with +復合結構。“在李老師的教導下”，mrs li是teach這一動作的執行者，故用teaching。
6.this is true of france,germany,and spain,where discipline and respect for the teacher is considered very important.
法國、德國和西班牙的情況也是如此，在這些方面，遵守紀律和尊敬老師被認為是非常重要的。
【巧解句構】 本句話是由where引導的非限制性定語從句。在這個定語從句中，主語是discipline and respect，be considered“被認為，被看作”。
《My New Teachers》教案 篇2
module 2 my new teachers
ⅰ.the general idea of this module
this module mainly describes the different characteristics of different teachers from the viewpoint of the students, and it also tells us that different students prefer different teaching characteristics. the teacher get the students to express the topic “the teachers i love” and “the relationship between the teachers and the students” focusing on the main contents and to make them understand others better and communicate better. get the students to describe different teaching characteristics, teaching styles and the studnets’ study. the students are supposed to express their thoughts with the words learned in this module.
in this module, we are going to learn the vocabulary of the teaching characteristics, sentence patterns about preference and the usage of the v.-ing form. the students are required to master the sound stress and pronounce them correctly. through this module, the students are required to improve in listening, speaking, reading and writing.
introduction
four practices are arranged here. words are introduced, which are about the teachers’ characteristics and teaching styles. the students are required to grasp the meanings of these words, which are foundations to further study of this module.
reading and vocabulary
this part introduces three teachers and their teaching styles. after reading the passage, the students are expected to understand different characteristics and teaching styles. the reading purpose is to make sure that the students master the vocabulary and their usage and obtain the information correctly.
grammar
this part introduces the v.-ing form and its usage: v.-ing used as an object. the students need to master the usage and some verbs that are usually followed by the v.-ing form. after learning this grammar, we students can describe the real life using the v.-ing form.
speaking
this part offers some situations in which the students describe the teachers they love. then the students talk about their favorite school life and why.
listening and vocabulary
the students listen to a passage and then answer some questions, fill out the blanks so as to improve the students listening ability. the students are supposed to know more words about the school life. by this listening practice, the students may understand these words better in the given situations and express their thoughts using these words. finally, write out their favorite and difficult subjects.
pronunciation
listen and pay attention to word stress: listen again and mark the word stress.
function and speaking
learn the sentences about preference to understand and use them to express one’s own thoughts.
everyday english
learn the sentence patterns: suggestions and language obstacles. these words and patterns can be used in daily conversations.
writing
get the students to know the importance of comma from the five given sentences, then write a passage paying special attention to the punctuation marks.
cultural corner
by reading the passage, we know that different countries have different schools, and that different relationships exist in different schools. we also know that there are different kinds of private schools and public schools.
task
setting criteria for a good teacher.
work in pairs. think of three or four teachers who you think are excellent and explain why.
read the instructions. make sure the students know what to do.
put the students into pairs and have them make notes on their ideas.
write ten criteria for a good teacher. explain why you think these things are important.
ask the students to choose ten criteria from these and make a new list.
module file
this section lists the main areas of language dealt within this module. give the students ten minutes to go through it, ticking the things they are confident they know, putting a question mark next to those things they are not sure of, and a cross next to those they don’t know. this should then be the basis of their own revision of the module.
ⅱ.three-dimensional goals
1. knowledge and skills
(1)master the key words and read the text fluently.
(2)improve the relationship between the teachers and the students by comparing the relationship between the teachers and the students in other countries.
(3)learn the v.-ing form and its usage. describe the real life by using the form.
2. process and methods
(1)combine the self-taught with teachers’ guidance. know the relationship between the teachers and the students.
(2)inquiry and activity, get the students to know the different teaching styles of different teachers.
(3)thinking-training, help the students to set the correct and all-the-round thinking way, and enforce to control the directions of the thinking.
3. attitude of emotion and value
to know more about the teachers and love the teachers deeply. the students not only take an active part in class, but also coordinate their study with the teachers’ teaching. as a result, the relationship between the teachers and the students are more harmonious.
ⅲ.teaching important points
how to help the students to improve their reading comprehension, master the reading methods gradually and the writing methods.
ⅳ.teaching difficult points
how to improve the students’ in reading and writing, especially comprehension reading. master the usage of the v.-ing form.
ⅴ.teaching tools
1. the multimedia.
2. some cards or bb.
ⅵ.teaching time
7 periods
the first period: introduction: vocabulary and introduction
the second and the third period: reading and vocabulary
the fourth period: grammar, speaking, listening and vocabulary
the fifth period: pronunciation, function and speaking
the sixth period: everyday english, writing
the seventh period: cultural corner, task and module file. workbook exercises.
the first period
the general idea of this period
in this period, we’re going to learn some new words on the parts of the computer. and we will finish the four activities on page 11 and practise speaking english.
teaching aims
1. learn and master the following words:
amusing,energetic,funny,intelligent,kind,lively,nervous,organized,patient,popular,serious,shy,strict,
stupid
2. develop the students’ speaking and listening abilities by talking and describing people they know.
3. talk about the persons they know, urging the students to further understand the teaching styles and sentence patterns.
teaching important points
1. train the students’ ability in speaking.
2. master the new words and expressions.
teaching difficult point
master the new words.
teaching methods
individual, pair work to make every student work in class.
teaching aids
1. a computer
2. a projector
3. the blackboard
teaching procedures
step 1 greetings and lead-in
t: hello, boys and girls.
ss: good morning, miss li.
t: sit down, please. now, in this class we’re going to learn something about the teachers. usually, we’ll have new teachers each term. first, let’s learn some new words. are you ready?
ss: yes, ready.
t: ok, li lei, please read the words on the screen.
(show the words on the screen.)
step 2 presentation
t: let’s first look at the words. read after the tape, then in pairs. finally do this activity alone.
as a way of categorizing the words, ask the ss to write “+” for positive adjectives, and “-” for negative adjectives. show the words on the screen and ask the ss to call back their answers. some words will have a positive and a negative meaning, depending on the context.
answers: amusing + energetic + funny + /- instelligent + kind + lively
+nervous-organized+patient+popular+serious+/-shy+/-strict+/-stupid
t: to call someone shy is not meant as a criticism, but being shy may stop the person doing something well, such as speaking english. a teacher may think that being strict is good, but students may not agree! someone who is serious may be hard-working and focused, or it may mean someone who has no sense of humor. someone who is funny may be amusing, or peculiar!
step 3 practice
a: our chinese teacher is serious but his teaching is well organized.
b: our math teacher is funny but very strict.
c: ms li, the english teacher is kind and patient.
d: our science teacher is very energetic and intelligent.
e: miss chen, our chemistry teacher is shy, but she is very popular with our students.
f: i am always interested in ms li’s classes. they are never boring.
do the other exercises like this.
step 4 listening and practice
t: listen to alex, an english student, and tick the sentences that he agrees with.
play the tape through once while the students listen to and read the statements again.
play the tape again for them to tick what alex barnes says.
ss can check with a partner.
play the tape once more for them to check.
call back the answers from the class. after listening to the tape, we know alex doesn’t agree with the first one and the last two. that is, not all good teachers talk a lot, sometimes a teacher needs to talk without interruption and a teacher must be organized.
t: all good teachers talk a lot. do you agree? student a?
a: no, i don’t agree. neither does alex. i think teachers need to be strict. do you agree, b?
b: yes, i quite agree with what you said. so does alex. i like teachers who are amusing and can laugh with their students. do you agree, c?
c: yeah, i agree. so does alex. the most popular teachers are alsays very kind, is that right,
d:..
...
step 5 summary and homework
in this class, we’ve learned some new words and expressions. we know some adjectives have positive or negative meanings or both.
step 6 the design of the writing on the blackboard
module 2 my new teachers
the first period
words:
amusing energetic funny intelligent
kind lively nervous organised popular
patient serious shy strict stupid
step 7 activity and inquiry
steps contents of the activity
1 have the ss describe people they know.
2 get the ss to discuss and then check their answers.
example:1. my father is lively and energetic, but he is not very patient.
2. our chinese teacher is very serious, but his teaching is well organized.
3. our physics teacher is very energetic and intelligent.
4. miss whit, our english teacher, is shy and kind.
《My New Teachers》教案 篇3
my new teachers教案
module 2 my new teachers
話題導入
老師——多么崇高、神圣的字眼。我們走過的人生每一步,老師總是在伴隨著你,引導、支持著你。當你為挫折而沮喪時,正是老師的 鼓勵給了你信心和勇氣；當 你為一些成就而沾沾自喜時,老師在提醒你人生的道路充滿著荊棘；當你為某事而煩惱不安時,老師給了你“靈丹妙藥”,讓你輕松走過每一個坎坷。
背景知識
state scho ols and private schools 公立學校和私立學校
［美國］美國的學校分公立和私立兩種。所有公立學校被50多個州支持,收費要比美國私立學校學費便 宜得多,外國學生和外州的學生要繳納非居住費。一般來講,公立學校也提供一系列的優質服務,自由選擇住宿、便利的就餐、俱樂部、學生組織、國際學生組織等。私立學校靠學費及公司的捐贈。這意味著私立學校的制度更適合學生的需要。他們可以有更小的班,更了解教授。私立學校的收費要比公立學校貴得多,很多人認為高昂的費用是值得的。有一些私立大學是全球最好的大學,比如哈佛、斯坦福等。這樣多元化的教育 系統構建了世界上優秀的人才培養平臺。
［英國］英國的學校也分為私立學校和公立學校。私立學校的學費要比公立學校的昂貴。私立學校的學費包括各種各樣的費用,例如,學費、住宿費、膳食費、文具費、課本費，體育音樂等所需的基本設備費用。家長們可能需要負擔專項學費,以用于購買樂器及學生打電話的費用。還可能支付一小筆人身意外事故保險金。校服和運動服也由家長出資購買。另外,私立學校的學生也必須接受公立學校的學生所接受的課程,例如歷史。私立學校是為七歲到十一歲的孩子準備的,旨在為他們進入高一級的傳統的公立學校而準 備的。
英國的公立學校都是免費的。一些聲望很好的公立學校是學生選擇的主要學校,但是入學競爭非常激烈。許多家長甚至不惜搬家以靠近學校而增加孩子入學的機會。大多數的公立學校都是男女生同校接受教育,宗教信仰不同的不在一起學習。私立學校就分男女生分校學習,接受不同宗教信仰的學生分校分班學習。
引入型閱讀
all of us have had one teacher who has been a source of great inspiration,who’s left that lasting impression on our mind.
the power that a teacher has over the young is potent(有力的).sometimes it just takes one teacher to turn a life around,to open one’s eyes and make a difference.called second parents,the best teachers nurture(孕育) our dreams,develop ou r talents,and help a lot of us realise our ambitions and reach our goals.it’s no wonder that different countries around the globe dedicate(專門用于) a day to honour one of the most noble professions of our times.
here are a few interesting facts about teacher’s day:
dr.sarvepalli radhakris hnan is known the world over as a great intellectual,philosopher and educationist.it was in 1962,when dr.radhakrishnan became the president of india,that his birthday on the 5th of september came to be observed as teacher’s day all over india.it was a tribute to dr.radhakr ishnan’s close link with the cause of teaching. pandit jawaharlal nehru,who was one of his closest friends,said about dr.radhakrishnan,“he has served his country in many capacities(才能).but above all,he is a great teacher from whom all of us have learnt much and will continue to learn.”
the united nations has declared october 5 as world teacher’s day.this speci al day was created to focus the world’s attention on the contributions and achievements of teachers.
in the united states of america,national teacher’s day is always the tuesday of the first full week of may,so the actual date varies every year.the history of celebrating this day goes back to 1944.
china celebrates teacher’s day on september 10.the tradition began in the 1980s in order to reverse(改變) the anti-intellectual sentiment(觀點) created during the cultural revolution. however,it has yet to be established as a national holiday.
teacher’s day is celebrated in brunei(文萊) on septembe r 23 every year.
january 15 is teacher’s day in venezuela(委內瑞拉).
korea celebrates teacher’s day on may 15.
september 28,is confucius’(孔子) birthday and Chinese Taiwan celebrates this day as teacher’s day.
1.which of the following is the best title of this passage?
a.how teacher’s day came into being
b.china’s teacher’s day
c.why various nations dedicate a day as teacher’s day?
d.teacher’s day around the world
2.the first two parag raphs mainly talk about _________.
a.the life of teachers
b.the influences of teachers
c.teacher’s day
d.no one hasn’t a teacher in his life
3.the underlined word “tribute” means_________.
a.devote
b.contrib ute
c.gift
d.prove
答案：1.d 2.b 3.c
《My New Teachers》教案 篇4
1.教學設計學科名稱
人教版PEP課標小學英語五年級上冊Unit1 My New Teachers第一部分單元教學提示
2.所在班級情況，學生特點分析
本班學45人，其中女生18人，英語學習興趣濃厚，課堂氣氛活躍。
3.教學內容分析
4.教學目標
1.能力目標：
(1)能運用所學詞匯簡單描述自己老師的體貌特征及性格特點，如：We have a new English teacher.He’s tall and strong.He’s very funny.
(2)能夠詢問并介紹學校里教師的情況，如：Who’s your English teacher?Mr.Carter.He’s from Canada.What’s he like?He’s tall and strong.
(3)能夠聽瞳一些描述人物特征的簡單對話。
(4)能夠聽懂、會唱歌曲“晰Neu，Teacher-”，并能靈活替換歌詞中的科目及表示人物特征的形容詞。
2.知識目標：
(1)能聽、說、讀A、B部分Let’s talk和Let’sread的“四會”單詞和句型。
(2)能聽、說、讀、寫A、B部分Let’s learn和Read and Write中的“四會”單詞和“四會”句型。
(3)能讀懂并理解A、B部分Read and write中的內容，并根據提示填充句子或回答問題。
(4)能了解Pronunciation部分的字母組合在單詞中的發音，并能熟練讀出例詞。
(5)了解Story time，’rask time，Good t0 know等部分的內容。
3.情感目標：
(1)培養學生熱愛、尊重教師的情感；
(2)注重培養學生觀察、記憶、思維和想象能力；
(3)培養學生在小組活動中積極與他人合作，相互幫助，共同完成學習任務；
(4)讓學生了解西方國家對人的稱呼方式，從而能尊重異國文化。
5.教學難點分析
1.掌握本單元描述人物特征的形容詞，并能正確運用。
2.掌握句型"Who’s your…teacher?What’s…：like?”，能在具體語境中使用并能進行拓展語言。
3.掌握ea，ee，bl，br字母組合的發音，并能正確地讀出相關單詞。
6.教學課時：六課時
7.教學過程
First Period
(一)教學要點
1.能夠掌握A Let’s learn部分五個“四會”單詞及三個“三會”單詞并能運用其簡單描繪人物特點。
2.能夠掌握句型“Who’s your…teacher?What’s…like?”并能在具體語境中使用。
3.培養學生熱愛、尊敬老師的情感。
(二)課前準備
1.教師準備課件或相應的圖片。
2.教師準備各科教師的圖片或能代表各學科特點的圖片或實物。
3.教師準備A部分Let’s learn八個單詞的詞卡，其中“四會”單詞寫進四線格內。
(三)教學過程
1.Warm—up/Revision(熱身/復習)
(1)Dairy Report
T：Hello。boys and girls.Welcome back to
school!Lng time no see.How are you going?
s：Hello.(請個別學生談談感受)
T：Niee t0 see you!
S：Nice t0 see you，too!
(如果班內正好有新同學轉進，教師可趁機介紹新同學，教師還可以說：Rabbit has a new
teacher.He’s tall and strong.Do you have new
teachers?引導學生說說新老師，從而為本課學習奠定基礎，接著教師可以鼓勵同學們談論新鮮事物，如新課本、新書包、新衣服、復習old，new，long，short等描述性形容詞和Do you have…?I
have…Whatd0 youlike?Ilike…等已學句型，并可以引出Whatisthebaglike?句型，為本課新句型教學鋪墊。)
(2)Quick Response
T：Long/Short/Big/New/Black/··。
S：Short/SmalI/Old/Wl】rite/…
拼讀單詞Tall，Short，Old。
(以對說反義詞的形式鞏固復習描述性形容詞，然后滲透直拼理論引導學生拼寫單詞，解決五個“四會”單詞。)
2.Presentation(呈現)
(1)Look and say
教師事先準備學生熟悉的卡通人物圖片可進行如下提問，
T：What is TuIu like?Is he olld?
S：No，he is young.
(通過第二個問題的提出，引導學生理解前一個問題的意思。經過幾輪問答后，可以只問第一個問題，想必學生也會知道如何應答了，以此突破句型教學難點。)
(2)教學funny
①教師拿出大耳朵圖圖的照片問學生：
T：Do you hke him?
S：Yes.
T：I like him.too.Because he often makes mehappy.He is funny.
②T：礬0 is funny?Can you show us?
(教師還可再舉幾個例子如Donald Duck。
Tom and Jerry來幫助學生理解Funny means inter-一esting.He often makes UShappy，and he is funny。引導學生談論其他人物甚至班級里的同學，來鞏固對單詞的意義理解及具體語境的運用。)
(3)教學smart
(因為chant中要出現這個單詞，所以在此作鋪墊是必要的，也可以借助clever來解釋smart，同時出示“聰明的一休”的圖片幫助學生認識單詞，再讓學生談論班級里有著smart風格的同學幫助進一步理解。)
T：Yes，How funny Tom and Jerry ale!And lookat this picture.Wh0 is he?Yes.he is Yeeshow.Heisfrom Japanese.Heis clever.Heis smart.
(教師在授課時可以盡量擴大語言的輸入量，借助各種手段幫助他們對語言進行感性認識。)
(4)教學kind
如教師指著白雪公主的照片：
T：Whatis shelike?
S：She is beautiful_.
T：Sheis kindtotheanimals.
(引出單詞kind，同上方法練習，并引導學生談論自己的老師，從而引出A Let’S learn部分的句型練習。)
(5)T：Oh，your math teacher is kind，but who is
your math teacher?
S：Mr,.Hu.
T：Who’S your art teacher.*
S：Miss Cai.
T：What’S she like?
S：She’S young and beautiful_.
(教師可展示人物特征的圖片代表各科老師，如畫有電腦的圖片代表電腦老師，并引導學生用以上句型描述老師。)
(6)Presentation of the dialogue of Let’S Learn
T：Do you want to know about Sara’S teacher?Let’S look and listen.
(Playfhetape)
(教師可再引導學生分小組朗讀，分角色朗讀等。要將對話熟練運用，機械性操練必不可少。)
(7)Choose and make a dialogue
T：Now you can choose one of your teachers andtalk about them with your partner，using this dia-logue.
3.Practice/Consolidation(操練/鞏固)
(1)Let’Sfind out
①Let’Sfind out
T：Good job.My children.Thank you for show—ing me your teachers.And now I know more aboutthem.Let’S find out who he is.
利用課件或圖片呈現Let’S find out圖片及文字內容引導學生通過朗讀并找關鍵詞理解段落意思完成任務，同時也滲透了初步閱讀的方法。
②Let’Sguess
T：Wh0 Can talk about one of your teachers andlet USguess“Whois he?”
教師引導學生選擇一位老師模仿Let’S findout說一段話，讓其他學生猜猜他是誰。在猜測過程中有必要告訴學生：西方國家習慣稱呼老師為Mr，Miss，Mrs，而且我們還應告訴學生Mr，Miss，
Mrs.后面應該跟姓，而不是跟名。這個環節可以用上Good to know的內容。
(2)Let’S chant
①教師在以上環節可以把關鍵詞或者說提示詞寫在黑板上，如猜出math teacher是young，English teacher是beautiful等，可板書如下：
math teacher young
English teacher beautiful
Chinese teacher kind
art teacher funny
music teacher old
教師引導學生把它們編成歌謠，如：
My math teacher is very young.My English
teacher is beautiful.
My Chinese teacher is SO kind.My art teacher is
funny，funny.
My music teacher is old，but can sing nice
songs·
同時也可自然地引出Page 2的Let’S chant。
②T：Now，let’S listen and find out.What are
these teachers like?(Play the tape)
教師通過提問“What’S the math teacher
like?”等問題引導學生回答并改變黑板板書，使之成為Let’S chant部分的提示詞，如：
math teacher smart
English teacher kind
P.E teacher strong
music teacher nice songs
這樣也有助于學生快速記憶chant內容。
4.Assessment(檢測評價)
Finish Activity Book.
(1)Ask Ss to take out their Activity Book，then
ask them to look at Exercise 1 and Exercise 2.
(2)Have them do some listening exercises.
(3)Have Ss check the answers.
5.Add—activities(課外活動)
(1)Discuss the pictures.
(2)教師讓學生準備一些家人、朋友、老師等
的照片，課后進行描述，在下一堂課上引導他們
利用這些照片，在真實的情景中綜合運用所學語
言進行交際。
《My New Teachers》教案 篇5
教學目標
知識目標:1、掌握Let’s talk中的重要句型 “Who’s …? He’s/ She’s…… Is he/she …? Yes, he/she is. No, he/she isn’t.”并在相似的情景中正確替換句中關鍵詞,練習新語言。
2、能夠完成Group work中的活動。
3、能夠聽懂Let’s try 部分的錄音內容,正確完成圖片選擇練習。
能力目標:能進一步鞏固已學單詞在對話中的運用。
情感目標:通過小組活動和游戲,提高學生合作交流的能力。
教學重難點
1、重點:掌握重要句型“Who’s …? He’s/ She’s…… Is he/she …? Yes, he/she is. No, he/she isn’t.”并在相似的情景中正確替換句中關鍵詞,練習新語言。
2、難點:一般疑問句“Is he/she …?"及其肯定和否定回答。
教學過程
(一)熱身/課前測：
1、chant調動學生的積極性
(chant內容含有兩位教師,隨著說唱速度,分兩部分展示chant內容及相應教師圖片)。
2、課件展示tall/short/strong/funny/thin/smart/strict/quiet/active/kind畫面,讓學生說出相應單詞,并用該單詞說句。
3、用山羊頂角的形式檢測學生已學反義詞的掌握。
(二)呈現新知
1、通過principal,引出Let's talk。
2、利用圖片學習新單詞lady,并加以顏色區分lady/ man, she/ he及對應的運用。
3、讓學生展示”Who's……?He's/ She's……”句型問答,操練一般疑問句“Is he/she ……”及肯定、否定回答。
4、Let’s say展示三幅圖及主要對話句型,小組內對話,展示并找出相應的圖畫。
(三)趣味操練
1、“猜一猜”(Group work:猜老師或朋友)按對話順序展示句型,并提示可用詞匯(young/ funny/ tall/ strong/ kind/ old/ short/ thin/ smart/ strict/ active/ pretty/ beautiful/ quiet。
2、“辨一辨”:聽Let’s try錄音,出現橢圓形圈圈出相應的圖片展示答案。
(四)目標檢測
Read and write “Yes” or “No”. 先展示帶有圖片的短文,學生完成題目后,在一一展示問題答案,訂正。
作業
1.Design a card for your favourite teacher and describeyour card.
2.Group work: Guess your friend.
3. Preview: Read and write.
《My New Teachers》教案 篇6
教學目標
1、能聽說認讀，并理解本課的五個新單詞：young \old \kind \funny \strong
2、 能掌握句型Who’s your ….? What’s he /she like ?并能在具體的語境中運用。
3、培養學生熱愛、尊敬老師的情感。
教學重難點
教學重難點：be like 詞組的理解與運用。
教學工具
課件
教學過程
一、Warm-up
1、Show a picture of some teachers.
Who’s he /she ? He’s/She’s my music/art / computer/ science teacher .
二 、Presentation
1.設計一位轉學來學校的新朋友Zip。(讓他做個有趣的動作)形容他。
2、讓Zip介紹自己的學校和老師。
What’s he like ? He’s short and strong .
3、Pair work 向對方介紹朋友
三、Practice :
活動設計1：Make a new chant.
My grandpa is old .My mother is young.
My father is tall . My little brother’s short.
活動設計2：Read and match.
活動設計3：Describe the pictures. (Ask and answer:Who’s this? He’s /She’s… What’s he/ she like ? He’s/She’s ...)
活動設計4：Discuss the picture. (學生自由操練，自帶家人、朋友老師的照片，在真實的情景中綜合運用所學語言。)
四、Homework
口頭作業： 學會描述自己的老師或家庭成員。
課后小結
學了這節課，你有什么收獲?
課后習題
完成課后練習題。
板書
Unit1 My New Teachers